Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:( Middle school students Midwest). Showing records 1 – 30 of 65564 total matches.

[1] [2] [3] [4] [5] … [2186]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

Languages

Country

▼ Search Limiters

1. Updegraff, Sarah G. Teacher Attitudes Regarding Interactions With 8th Grade Students .

Degree: 2011, Drake U

 The Problem: Classroom management and success of students is difficult to maintain if teachers do not know their students and build and maintain appropriate relationships… (more)

Subjects/Keywords: Middle school teachers – Midwest – Attitudes; Middle school students – Midwest; Interaction analysis in education; Teacher-student relationships

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Updegraff, S. G. (2011). Teacher Attitudes Regarding Interactions With 8th Grade Students . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1635

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Updegraff, Sarah G. “Teacher Attitudes Regarding Interactions With 8th Grade Students .” 2011. Thesis, Drake U. Accessed July 22, 2018. http://hdl.handle.net/2092/1635.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Updegraff, Sarah G. “Teacher Attitudes Regarding Interactions With 8th Grade Students .” 2011. Web. 22 Jul 2018.

Vancouver:

Updegraff SG. Teacher Attitudes Regarding Interactions With 8th Grade Students . [Internet] [Thesis]. Drake U; 2011. [cited 2018 Jul 22]. Available from: http://hdl.handle.net/2092/1635.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Updegraff SG. Teacher Attitudes Regarding Interactions With 8th Grade Students . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1635

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

2. Gordon, Tanya Marie. Assessing and improving middle school teaming from a science teacher's perspective.

Degree: Graduate School, 2011, Montana State University

 In this project the concept of middle school teaming was explored with the purpose of assessing how the teams are currently functioning and how the… (more)

Subjects/Keywords: Middle school students.; Teaching teams.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gordon, T. M. (2011). Assessing and improving middle school teaming from a science teacher's perspective. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1356

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gordon, Tanya Marie. “Assessing and improving middle school teaming from a science teacher's perspective.” 2011. Thesis, Montana State University. Accessed July 22, 2018. https://scholarworks.montana.edu/xmlui/handle/1/1356.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gordon, Tanya Marie. “Assessing and improving middle school teaming from a science teacher's perspective.” 2011. Web. 22 Jul 2018.

Vancouver:

Gordon TM. Assessing and improving middle school teaming from a science teacher's perspective. [Internet] [Thesis]. Montana State University; 2011. [cited 2018 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1356.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gordon TM. Assessing and improving middle school teaming from a science teacher's perspective. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1356

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

3. Holtzhafer, Brian. Science fair success : helping students present their project.

Degree: Graduate School, 2012, Montana State University

 The intent of this action research was to determine which presentation method of science fair project would benefit eighth grade students. Students are allowed to… (more)

Subjects/Keywords: Science fairs.; Middle school students.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Holtzhafer, B. (2012). Science fair success : helping students present their project. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1495

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Holtzhafer, Brian. “Science fair success : helping students present their project.” 2012. Thesis, Montana State University. Accessed July 22, 2018. https://scholarworks.montana.edu/xmlui/handle/1/1495.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Holtzhafer, Brian. “Science fair success : helping students present their project.” 2012. Web. 22 Jul 2018.

Vancouver:

Holtzhafer B. Science fair success : helping students present their project. [Internet] [Thesis]. Montana State University; 2012. [cited 2018 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1495.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Holtzhafer B. Science fair success : helping students present their project. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1495

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. Fossum, Jenette Ward. Modified Copy, Cover, and Compare Using Multiplication Fact Triangles: The Effects on Math Fact Accuracy and Fluency.

Degree: 2013, University of Wisconsin – Superior

 This study examined the use of a Modified Copy, Cover, and Compare math intervention to observe the effect it would have on students' math fact… (more)

Subjects/Keywords: Mastering Math Facts Two Minute Timing; math fact; middle school; high school; accuracy; fluency; RtI Math; students; midwest; rural; STAR Math test; Special Education; Educational Leadership; math; Compare math; Modified Copy, Cover, and Compare

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fossum, J. W. (2013). Modified Copy, Cover, and Compare Using Multiplication Fact Triangles: The Effects on Math Fact Accuracy and Fluency. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/65565

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fossum, Jenette Ward. “Modified Copy, Cover, and Compare Using Multiplication Fact Triangles: The Effects on Math Fact Accuracy and Fluency.” 2013. Thesis, University of Wisconsin – Superior. Accessed July 22, 2018. http://digital.library.wisc.edu/1793/65565.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fossum, Jenette Ward. “Modified Copy, Cover, and Compare Using Multiplication Fact Triangles: The Effects on Math Fact Accuracy and Fluency.” 2013. Web. 22 Jul 2018.

Vancouver:

Fossum JW. Modified Copy, Cover, and Compare Using Multiplication Fact Triangles: The Effects on Math Fact Accuracy and Fluency. [Internet] [Thesis]. University of Wisconsin – Superior; 2013. [cited 2018 Jul 22]. Available from: http://digital.library.wisc.edu/1793/65565.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fossum JW. Modified Copy, Cover, and Compare Using Multiplication Fact Triangles: The Effects on Math Fact Accuracy and Fluency. [Thesis]. University of Wisconsin – Superior; 2013. Available from: http://digital.library.wisc.edu/1793/65565

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Rutgers University

5. Rosenblatt, Jennifer L. Prevention of achievement loss in the middle school transition: evaluation of a social-emotional learning intervention.

Degree: PhD, Psychology, 2008, Rutgers University

Decades of research have shown a normative decline in academic performance to be associated with the transition from elementary school to middle school. Based on… (more)

Subjects/Keywords: Academic achievement; Middle school students – Social conditions; Middle school students – Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rosenblatt, J. L. (2008). Prevention of achievement loss in the middle school transition: evaluation of a social-emotional learning intervention. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17380

Chicago Manual of Style (16th Edition):

Rosenblatt, Jennifer L. “Prevention of achievement loss in the middle school transition: evaluation of a social-emotional learning intervention.” 2008. Doctoral Dissertation, Rutgers University. Accessed July 22, 2018. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17380.

MLA Handbook (7th Edition):

Rosenblatt, Jennifer L. “Prevention of achievement loss in the middle school transition: evaluation of a social-emotional learning intervention.” 2008. Web. 22 Jul 2018.

Vancouver:

Rosenblatt JL. Prevention of achievement loss in the middle school transition: evaluation of a social-emotional learning intervention. [Internet] [Doctoral dissertation]. Rutgers University; 2008. [cited 2018 Jul 22]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17380.

Council of Science Editors:

Rosenblatt JL. Prevention of achievement loss in the middle school transition: evaluation of a social-emotional learning intervention. [Doctoral Dissertation]. Rutgers University; 2008. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17380

6. Eighmy, Brandon M. A Study Of Connective Leadership In Five Midwestern School Districts .

Degree: 2013, Drake U

 Extending the work of Lipman-Blumen (1996) in the field of leadership, this study focused on the operationalization of connective leadership in school superintendents. The question… (more)

Subjects/Keywords: School districts – Midwest – Leadership; Educational leadership – Midwest

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Eighmy, B. M. (2013). A Study Of Connective Leadership In Five Midwestern School Districts . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1992

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Eighmy, Brandon M. “A Study Of Connective Leadership In Five Midwestern School Districts .” 2013. Thesis, Drake U. Accessed July 22, 2018. http://hdl.handle.net/2092/1992.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Eighmy, Brandon M. “A Study Of Connective Leadership In Five Midwestern School Districts .” 2013. Web. 22 Jul 2018.

Vancouver:

Eighmy BM. A Study Of Connective Leadership In Five Midwestern School Districts . [Internet] [Thesis]. Drake U; 2013. [cited 2018 Jul 22]. Available from: http://hdl.handle.net/2092/1992.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Eighmy BM. A Study Of Connective Leadership In Five Midwestern School Districts . [Thesis]. Drake U; 2013. Available from: http://hdl.handle.net/2092/1992

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Joseph, Ashley. Ways Teachers Can Prevent Harassment of Lesbian, Gay, Bisexual, and Transgender (LGBT) Middle and High School Students .

Degree: 2012, California State University – San Marcos

 The research highlighted in this Master of Arts thesis is a quantitative study based on the issue of harassment of lesbian, gay, bisexual, and transgender… (more)

Subjects/Keywords: harassment; LGBT students; middle school; high school

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Joseph, A. (2012). Ways Teachers Can Prevent Harassment of Lesbian, Gay, Bisexual, and Transgender (LGBT) Middle and High School Students . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/262

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Joseph, Ashley. “Ways Teachers Can Prevent Harassment of Lesbian, Gay, Bisexual, and Transgender (LGBT) Middle and High School Students .” 2012. Thesis, California State University – San Marcos. Accessed July 22, 2018. http://hdl.handle.net/10211.8/262.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Joseph, Ashley. “Ways Teachers Can Prevent Harassment of Lesbian, Gay, Bisexual, and Transgender (LGBT) Middle and High School Students .” 2012. Web. 22 Jul 2018.

Vancouver:

Joseph A. Ways Teachers Can Prevent Harassment of Lesbian, Gay, Bisexual, and Transgender (LGBT) Middle and High School Students . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2018 Jul 22]. Available from: http://hdl.handle.net/10211.8/262.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Joseph A. Ways Teachers Can Prevent Harassment of Lesbian, Gay, Bisexual, and Transgender (LGBT) Middle and High School Students . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/262

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of New Orleans

8. Theriot, Alyson A. A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School.

Degree: PhD, Curriculum and Instruction, 2018, University of New Orleans

  It has been common for elementary teachers to read aloud to their students; however, it has not been so common in the middle school.… (more)

Subjects/Keywords: Read-alouds; Middle School Teachers; Middle School Students; Middle School Reading; Language and Literacy Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Theriot, A. A. (2018). A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2498

Chicago Manual of Style (16th Edition):

Theriot, Alyson A. “A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School.” 2018. Doctoral Dissertation, University of New Orleans. Accessed July 22, 2018. https://scholarworks.uno.edu/td/2498.

MLA Handbook (7th Edition):

Theriot, Alyson A. “A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School.” 2018. Web. 22 Jul 2018.

Vancouver:

Theriot AA. A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School. [Internet] [Doctoral dissertation]. University of New Orleans; 2018. [cited 2018 Jul 22]. Available from: https://scholarworks.uno.edu/td/2498.

Council of Science Editors:

Theriot AA. A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School. [Doctoral Dissertation]. University of New Orleans; 2018. Available from: https://scholarworks.uno.edu/td/2498


University of Oregon

9. McKee, Michael Todd. The efficacy of middle school indicators to predict the academic and behavioral performance of at-risk ninth graders.

Degree: 2009, University of Oregon

 Dropping out of high school may have individual as well as social implications. The process of dropping out is attributed to social and academic risk… (more)

Subjects/Keywords: At-risk students; Ninth grade (Education); Middle school indicators; Middle school students; Behavioral performance; Academic performance; Middle school education; School administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McKee, M. T. (2009). The efficacy of middle school indicators to predict the academic and behavioral performance of at-risk ninth graders. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/10234

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McKee, Michael Todd. “The efficacy of middle school indicators to predict the academic and behavioral performance of at-risk ninth graders.” 2009. Thesis, University of Oregon. Accessed July 22, 2018. http://hdl.handle.net/1794/10234.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McKee, Michael Todd. “The efficacy of middle school indicators to predict the academic and behavioral performance of at-risk ninth graders.” 2009. Web. 22 Jul 2018.

Vancouver:

McKee MT. The efficacy of middle school indicators to predict the academic and behavioral performance of at-risk ninth graders. [Internet] [Thesis]. University of Oregon; 2009. [cited 2018 Jul 22]. Available from: http://hdl.handle.net/1794/10234.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McKee MT. The efficacy of middle school indicators to predict the academic and behavioral performance of at-risk ninth graders. [Thesis]. University of Oregon; 2009. Available from: http://hdl.handle.net/1794/10234

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Wisconsin – La Cross

10. Hoffman, Nicole. Upper Midwest Environmental Science Center sand prairie as a model for identification and classification of plants in a middle school science classroom.

Degree: 2011, University of Wisconsin – La Cross

 Project 2061's Benchmarks for Science Literacy provides educators with specific learning goals that should b used as a basis for curriculum development. The lesson, based… (more)

Subjects/Keywords: Upper Midwest Environmental Sciences Center (Geological Survey); Plants  – Classification; Plants  – Identification; Science  – Study and teaching (Middle School)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hoffman, N. (2011). Upper Midwest Environmental Science Center sand prairie as a model for identification and classification of plants in a middle school science classroom. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/53288

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hoffman, Nicole. “Upper Midwest Environmental Science Center sand prairie as a model for identification and classification of plants in a middle school science classroom.” 2011. Thesis, University of Wisconsin – La Cross. Accessed July 22, 2018. http://digital.library.wisc.edu/1793/53288.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hoffman, Nicole. “Upper Midwest Environmental Science Center sand prairie as a model for identification and classification of plants in a middle school science classroom.” 2011. Web. 22 Jul 2018.

Vancouver:

Hoffman N. Upper Midwest Environmental Science Center sand prairie as a model for identification and classification of plants in a middle school science classroom. [Internet] [Thesis]. University of Wisconsin – La Cross; 2011. [cited 2018 Jul 22]. Available from: http://digital.library.wisc.edu/1793/53288.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hoffman N. Upper Midwest Environmental Science Center sand prairie as a model for identification and classification of plants in a middle school science classroom. [Thesis]. University of Wisconsin – La Cross; 2011. Available from: http://digital.library.wisc.edu/1793/53288

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Notre Dame

11. Deborah Kraklow. Unmasking Heterogeneity: The Impact of Three Increasingly Complex Family Typologies on Academic Achievement.

Degree: MA, Sociology, 2008, University of Notre Dame

  Children who live in single-parent or stepparent households have lower academic outcomes than children from two-parent continuously married parents. However, many studies do not… (more)

Subjects/Keywords: family structure; middle school students; test scores

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kraklow, D. (2008). Unmasking Heterogeneity: The Impact of Three Increasingly Complex Family Typologies on Academic Achievement. (Masters Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/xk81jh36p0h

Chicago Manual of Style (16th Edition):

Kraklow, Deborah. “Unmasking Heterogeneity: The Impact of Three Increasingly Complex Family Typologies on Academic Achievement.” 2008. Masters Thesis, University of Notre Dame. Accessed July 22, 2018. https://curate.nd.edu/show/xk81jh36p0h.

MLA Handbook (7th Edition):

Kraklow, Deborah. “Unmasking Heterogeneity: The Impact of Three Increasingly Complex Family Typologies on Academic Achievement.” 2008. Web. 22 Jul 2018.

Vancouver:

Kraklow D. Unmasking Heterogeneity: The Impact of Three Increasingly Complex Family Typologies on Academic Achievement. [Internet] [Masters thesis]. University of Notre Dame; 2008. [cited 2018 Jul 22]. Available from: https://curate.nd.edu/show/xk81jh36p0h.

Council of Science Editors:

Kraklow D. Unmasking Heterogeneity: The Impact of Three Increasingly Complex Family Typologies on Academic Achievement. [Masters Thesis]. University of Notre Dame; 2008. Available from: https://curate.nd.edu/show/xk81jh36p0h


Montana State University

12. Terry, Shaun. The effects of concept maps on student knowledge of earth science.

Degree: Graduate School, 2011, Montana State University

Students at my high school have scored their lowest on the Earth science portion of the state proficiency test over the past several years. Because… (more)

Subjects/Keywords: Earth sciences.; Concept mapping.; Middle school students.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Terry, S. (2011). The effects of concept maps on student knowledge of earth science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2411

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Terry, Shaun. “The effects of concept maps on student knowledge of earth science.” 2011. Thesis, Montana State University. Accessed July 22, 2018. https://scholarworks.montana.edu/xmlui/handle/1/2411.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Terry, Shaun. “The effects of concept maps on student knowledge of earth science.” 2011. Web. 22 Jul 2018.

Vancouver:

Terry S. The effects of concept maps on student knowledge of earth science. [Internet] [Thesis]. Montana State University; 2011. [cited 2018 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2411.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Terry S. The effects of concept maps on student knowledge of earth science. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2411

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

13. Slagle, Carolyn. Effects of the unit organizer routine in seventh grade science.

Degree: Graduate School, 2012, Montana State University

 This investigation examines the effects of using the Unit Organizer Routine in an inclusion seventh grade science classroom. The study included 126 male and female… (more)

Subjects/Keywords: Biology.; Middle school students.; Academic achievement.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Slagle, C. (2012). Effects of the unit organizer routine in seventh grade science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2294

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Slagle, Carolyn. “Effects of the unit organizer routine in seventh grade science.” 2012. Thesis, Montana State University. Accessed July 22, 2018. https://scholarworks.montana.edu/xmlui/handle/1/2294.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Slagle, Carolyn. “Effects of the unit organizer routine in seventh grade science.” 2012. Web. 22 Jul 2018.

Vancouver:

Slagle C. Effects of the unit organizer routine in seventh grade science. [Internet] [Thesis]. Montana State University; 2012. [cited 2018 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2294.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Slagle C. Effects of the unit organizer routine in seventh grade science. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2294

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

14. Koessler, Katherine Christina. Effects of online prelab activities on success in laboratory exercises in the science classroom.

Degree: Graduate School, 2014, Montana State University

 This project, conducted with 8th grade Earth Science students, measured the effect of pre-laboratory exercises on student learning in science. Traditional laboratory exercises were conducted… (more)

Subjects/Keywords: Earth sciences.; Middle school students.; Active learning.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Koessler, K. C. (2014). Effects of online prelab activities on success in laboratory exercises in the science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3564

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Koessler, Katherine Christina. “Effects of online prelab activities on success in laboratory exercises in the science classroom.” 2014. Thesis, Montana State University. Accessed July 22, 2018. https://scholarworks.montana.edu/xmlui/handle/1/3564.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Koessler, Katherine Christina. “Effects of online prelab activities on success in laboratory exercises in the science classroom.” 2014. Web. 22 Jul 2018.

Vancouver:

Koessler KC. Effects of online prelab activities on success in laboratory exercises in the science classroom. [Internet] [Thesis]. Montana State University; 2014. [cited 2018 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3564.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Koessler KC. Effects of online prelab activities on success in laboratory exercises in the science classroom. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3564

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

15. Garver, Jason Robert. Science outdoors : does the learning environment influence student interest, engagement, and cognition?.

Degree: Graduate School, 2016, Montana State University

 Lack of motivation and engagement are common problems in many high school classrooms. In addition, this apparent lack of interest may lead to low achievement.… (more)

Subjects/Keywords: Middle school students.; Outdoor education.; Ecology.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Garver, J. R. (2016). Science outdoors : does the learning environment influence student interest, engagement, and cognition?. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10055

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Garver, Jason Robert. “Science outdoors : does the learning environment influence student interest, engagement, and cognition?.” 2016. Thesis, Montana State University. Accessed July 22, 2018. https://scholarworks.montana.edu/xmlui/handle/1/10055.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Garver, Jason Robert. “Science outdoors : does the learning environment influence student interest, engagement, and cognition?.” 2016. Web. 22 Jul 2018.

Vancouver:

Garver JR. Science outdoors : does the learning environment influence student interest, engagement, and cognition?. [Internet] [Thesis]. Montana State University; 2016. [cited 2018 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10055.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Garver JR. Science outdoors : does the learning environment influence student interest, engagement, and cognition?. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10055

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

16. Lauterbach, Renee Marie. Implementing interactive science notebooks into 6th grade classrooms: Implementing interactive science notebooks into sixth grade classrooms.

Degree: Graduate School, 2016, Montana State University

 The implementation of Interactive Science Notebooks in middle school science classes was the focus of this research project. Two groups of sixth grade students were… (more)

Subjects/Keywords: Middle school students.; Earth sciences.; Notebooks.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lauterbach, R. M. (2016). Implementing interactive science notebooks into 6th grade classrooms: Implementing interactive science notebooks into sixth grade classrooms. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10067

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lauterbach, Renee Marie. “Implementing interactive science notebooks into 6th grade classrooms: Implementing interactive science notebooks into sixth grade classrooms.” 2016. Thesis, Montana State University. Accessed July 22, 2018. https://scholarworks.montana.edu/xmlui/handle/1/10067.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lauterbach, Renee Marie. “Implementing interactive science notebooks into 6th grade classrooms: Implementing interactive science notebooks into sixth grade classrooms.” 2016. Web. 22 Jul 2018.

Vancouver:

Lauterbach RM. Implementing interactive science notebooks into 6th grade classrooms: Implementing interactive science notebooks into sixth grade classrooms. [Internet] [Thesis]. Montana State University; 2016. [cited 2018 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10067.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lauterbach RM. Implementing interactive science notebooks into 6th grade classrooms: Implementing interactive science notebooks into sixth grade classrooms. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10067

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

17. Rogers, Tina Kristine. The effects of using the iPad to zap zeros and increase student comprehension of science.

Degree: Graduate School, 2016, Montana State University

 This study implemented the use of the iPad in a middle school science classroom to give students digital options for the completion of assignments to… (more)

Subjects/Keywords: Middle school students.; Academic achievement.; Homework.; Computers.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rogers, T. K. (2016). The effects of using the iPad to zap zeros and increase student comprehension of science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10086

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rogers, Tina Kristine. “The effects of using the iPad to zap zeros and increase student comprehension of science.” 2016. Thesis, Montana State University. Accessed July 22, 2018. https://scholarworks.montana.edu/xmlui/handle/1/10086.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rogers, Tina Kristine. “The effects of using the iPad to zap zeros and increase student comprehension of science.” 2016. Web. 22 Jul 2018.

Vancouver:

Rogers TK. The effects of using the iPad to zap zeros and increase student comprehension of science. [Internet] [Thesis]. Montana State University; 2016. [cited 2018 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10086.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rogers TK. The effects of using the iPad to zap zeros and increase student comprehension of science. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10086

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Virginia Tech

18. Mistele, Jean May. Exploring Middle School Students' Heuristic Thinking about Probability.

Degree: PhD, Teaching and Learning, 2014, Virginia Tech

 ABSTRACT This descriptive qualitative study examines six eighth-grade students' thinking while solving probability problems. This study aimed to gather direct information on students' problem solving… (more)

Subjects/Keywords: probability; heuristic and biases; middle school students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mistele, J. M. (2014). Exploring Middle School Students' Heuristic Thinking about Probability. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/47918

Chicago Manual of Style (16th Edition):

Mistele, Jean May. “Exploring Middle School Students' Heuristic Thinking about Probability.” 2014. Doctoral Dissertation, Virginia Tech. Accessed July 22, 2018. http://hdl.handle.net/10919/47918.

MLA Handbook (7th Edition):

Mistele, Jean May. “Exploring Middle School Students' Heuristic Thinking about Probability.” 2014. Web. 22 Jul 2018.

Vancouver:

Mistele JM. Exploring Middle School Students' Heuristic Thinking about Probability. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2018 Jul 22]. Available from: http://hdl.handle.net/10919/47918.

Council of Science Editors:

Mistele JM. Exploring Middle School Students' Heuristic Thinking about Probability. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/47918


Kansas State University

19. Pickering, Melinda. Retention ideas for middle school piano students using group instruction.

Degree: MM, Department of Music, Theatre, and Dance, 2016, Kansas State University

 Maintaining interest to continue studying and practicing the piano during the middle school years can be very challenging. Not only are students distracted by so… (more)

Subjects/Keywords: Retention; Middle School; Piano; Students; Group

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pickering, M. (2016). Retention ideas for middle school piano students using group instruction. (Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/34535

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pickering, Melinda. “Retention ideas for middle school piano students using group instruction.” 2016. Thesis, Kansas State University. Accessed July 22, 2018. http://hdl.handle.net/2097/34535.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pickering, Melinda. “Retention ideas for middle school piano students using group instruction.” 2016. Web. 22 Jul 2018.

Vancouver:

Pickering M. Retention ideas for middle school piano students using group instruction. [Internet] [Thesis]. Kansas State University; 2016. [cited 2018 Jul 22]. Available from: http://hdl.handle.net/2097/34535.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pickering M. Retention ideas for middle school piano students using group instruction. [Thesis]. Kansas State University; 2016. Available from: http://hdl.handle.net/2097/34535

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

20. Tiboldo, Crista E. The effect of training in question generation on the development of better questions posed by seventh grade science students.

Degree: College of Letters & Science, 2017, Montana State University

 Student generation of good questions provides many benefits for students, including active engagement in learning and development of their curiosity, as well as benefitting the… (more)

Subjects/Keywords: Biology.; Middle school students.; Questioning.; Comprehension.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Tiboldo, C. E. (2017). The effect of training in question generation on the development of better questions posed by seventh grade science students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13698

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tiboldo, Crista E. “The effect of training in question generation on the development of better questions posed by seventh grade science students.” 2017. Thesis, Montana State University. Accessed July 22, 2018. https://scholarworks.montana.edu/xmlui/handle/1/13698.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tiboldo, Crista E. “The effect of training in question generation on the development of better questions posed by seventh grade science students.” 2017. Web. 22 Jul 2018.

Vancouver:

Tiboldo CE. The effect of training in question generation on the development of better questions posed by seventh grade science students. [Internet] [Thesis]. Montana State University; 2017. [cited 2018 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13698.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tiboldo CE. The effect of training in question generation on the development of better questions posed by seventh grade science students. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13698

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

21. Heredia, Isabel. Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom.

Degree: College of Letters & Science, 2017, Montana State University

 This classroom action research project is inspired by the belief that 'life outside of school is better characterized as a series of transfer opportunities than… (more)

Subjects/Keywords: Science.; Middle school students.; Critical thinking.; Reasoning.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Heredia, I. (2017). Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13664

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Heredia, Isabel. “Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom.” 2017. Thesis, Montana State University. Accessed July 22, 2018. https://scholarworks.montana.edu/xmlui/handle/1/13664.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Heredia, Isabel. “Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom.” 2017. Web. 22 Jul 2018.

Vancouver:

Heredia I. Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2018 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13664.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Heredia I. Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13664

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

22. Noble, Jenna Shandra. Increasing conceptual learning in science through writing.

Degree: College of Letters & Science, 2017, Montana State University

 This project sought to discover whether write-to-learn activities increased conceptual change in students' understanding of science content. Students were involved in seven different writing activities… (more)

Subjects/Keywords: Science.; Middle school students.; Writing.; Notebooks.; Concepts.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Noble, J. S. (2017). Increasing conceptual learning in science through writing. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14437

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Noble, Jenna Shandra. “Increasing conceptual learning in science through writing.” 2017. Thesis, Montana State University. Accessed July 22, 2018. https://scholarworks.montana.edu/xmlui/handle/1/14437.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Noble, Jenna Shandra. “Increasing conceptual learning in science through writing.” 2017. Web. 22 Jul 2018.

Vancouver:

Noble JS. Increasing conceptual learning in science through writing. [Internet] [Thesis]. Montana State University; 2017. [cited 2018 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14437.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Noble JS. Increasing conceptual learning in science through writing. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14437

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

23. Schultz, Jessica. The effects of intergrating engineering strategies in the science classroom on critical thinking skills of my students: Effects of integrating engineering strategies in the science classroom on critical thinking skills of my students.

Degree: Graduate School, 2011, Montana State University

 In this investigation I wanted to find out if implementing engineering strategies in my classes I teach would improve critical thinking skills among my students.… (more)

Subjects/Keywords: Critical thinking.; Engineering.; Middle school students.; High school students.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Schultz, J. (2011). The effects of intergrating engineering strategies in the science classroom on critical thinking skills of my students: Effects of integrating engineering strategies in the science classroom on critical thinking skills of my students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2215

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Schultz, Jessica. “The effects of intergrating engineering strategies in the science classroom on critical thinking skills of my students: Effects of integrating engineering strategies in the science classroom on critical thinking skills of my students.” 2011. Thesis, Montana State University. Accessed July 22, 2018. https://scholarworks.montana.edu/xmlui/handle/1/2215.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Schultz, Jessica. “The effects of intergrating engineering strategies in the science classroom on critical thinking skills of my students: Effects of integrating engineering strategies in the science classroom on critical thinking skills of my students.” 2011. Web. 22 Jul 2018.

Vancouver:

Schultz J. The effects of intergrating engineering strategies in the science classroom on critical thinking skills of my students: Effects of integrating engineering strategies in the science classroom on critical thinking skills of my students. [Internet] [Thesis]. Montana State University; 2011. [cited 2018 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2215.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schultz J. The effects of intergrating engineering strategies in the science classroom on critical thinking skills of my students: Effects of integrating engineering strategies in the science classroom on critical thinking skills of my students. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2215

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Baylor University

24. Aoyama, Ikuko, 1977-. Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims? .

Degree: Educational Psychology., 2010, Baylor University

 The purposes of the present study were to classify youth into subgroups based on their involvement in cyberbullying, to examine group differences in terms of… (more)

Subjects/Keywords: Cyberbullying.; Psychological profiling.; Middle School Students.; High School Students.; Central Texas.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Aoyama, Ikuko, 1. (2010). Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims? . (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/8018

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Aoyama, Ikuko, 1977-. “Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims? .” 2010. Thesis, Baylor University. Accessed July 22, 2018. http://hdl.handle.net/2104/8018.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Aoyama, Ikuko, 1977-. “Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims? .” 2010. Web. 22 Jul 2018.

Vancouver:

Aoyama, Ikuko 1. Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims? . [Internet] [Thesis]. Baylor University; 2010. [cited 2018 Jul 22]. Available from: http://hdl.handle.net/2104/8018.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Aoyama, Ikuko 1. Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims? . [Thesis]. Baylor University; 2010. Available from: http://hdl.handle.net/2104/8018

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

25. Day Rider, Joseph D. The effect of implementing gamification principles in a middle and high school science classroom.

Degree: College of Letters & Science, 2017, Montana State University

 Gamification is the application of principles commonly found in games and applying them to a non-gaming setting. The purpose of this study was to determine… (more)

Subjects/Keywords: Science.; High school students.; Middle school students.; Gamification.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Day Rider, J. D. (2017). The effect of implementing gamification principles in a middle and high school science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13651

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Day Rider, Joseph D. “The effect of implementing gamification principles in a middle and high school science classroom.” 2017. Thesis, Montana State University. Accessed July 22, 2018. https://scholarworks.montana.edu/xmlui/handle/1/13651.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Day Rider, Joseph D. “The effect of implementing gamification principles in a middle and high school science classroom.” 2017. Web. 22 Jul 2018.

Vancouver:

Day Rider JD. The effect of implementing gamification principles in a middle and high school science classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2018 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13651.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Day Rider JD. The effect of implementing gamification principles in a middle and high school science classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13651

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

26. Parker, Cindee L. The effects of increased literacy and comprehension in middle and high school science.

Degree: College of Letters & Science, 2017, Montana State University

 This Action Research project studied how building literacy skills in middle and high school classrooms can help students better understand science content. Students read different… (more)

Subjects/Keywords: Science.; High school students.; Middle school students.; Literacy.; Comprehension.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Parker, C. L. (2017). The effects of increased literacy and comprehension in middle and high school science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13681

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Parker, Cindee L. “The effects of increased literacy and comprehension in middle and high school science.” 2017. Thesis, Montana State University. Accessed July 22, 2018. https://scholarworks.montana.edu/xmlui/handle/1/13681.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Parker, Cindee L. “The effects of increased literacy and comprehension in middle and high school science.” 2017. Web. 22 Jul 2018.

Vancouver:

Parker CL. The effects of increased literacy and comprehension in middle and high school science. [Internet] [Thesis]. Montana State University; 2017. [cited 2018 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13681.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Parker CL. The effects of increased literacy and comprehension in middle and high school science. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13681

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


George Mason University

27. Fuhrman, Caroline D. Current “Voices from the inside”: Hearing the voices of teachers and students about caring in the classroom .

Degree: 2010, George Mason University

 The voices of teachers and students have identified caring as a primary need from schools (Poplin &Weeres,1992), however, teacher caring has not been previously defined… (more)

Subjects/Keywords: caring; motivation; elementary school; middle school; high school; teachers; students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fuhrman, C. D. (2010). Current “Voices from the inside”: Hearing the voices of teachers and students about caring in the classroom . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/5893

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fuhrman, Caroline D. “Current “Voices from the inside”: Hearing the voices of teachers and students about caring in the classroom .” 2010. Thesis, George Mason University. Accessed July 22, 2018. http://hdl.handle.net/1920/5893.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fuhrman, Caroline D. “Current “Voices from the inside”: Hearing the voices of teachers and students about caring in the classroom .” 2010. Web. 22 Jul 2018.

Vancouver:

Fuhrman CD. Current “Voices from the inside”: Hearing the voices of teachers and students about caring in the classroom . [Internet] [Thesis]. George Mason University; 2010. [cited 2018 Jul 22]. Available from: http://hdl.handle.net/1920/5893.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fuhrman CD. Current “Voices from the inside”: Hearing the voices of teachers and students about caring in the classroom . [Thesis]. George Mason University; 2010. Available from: http://hdl.handle.net/1920/5893

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Missouri – Columbia

28. Coleman, Stephanie. Examining a strengths-based approach to promoting students' engagement with school: a pilot study.

Degree: 2012, University of Missouri – Columbia

Students' engagement with school is a critical facet of students' successful school completion and involves student attitudes and behaviors that can facilitate academic success. Students'… (more)

Subjects/Keywords: school engagement; school psychology; student engagement; middle school students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Coleman, S. (2012). Examining a strengths-based approach to promoting students' engagement with school: a pilot study. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15868

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Coleman, Stephanie. “Examining a strengths-based approach to promoting students' engagement with school: a pilot study.” 2012. Thesis, University of Missouri – Columbia. Accessed July 22, 2018. http://hdl.handle.net/10355/15868.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Coleman, Stephanie. “Examining a strengths-based approach to promoting students' engagement with school: a pilot study.” 2012. Web. 22 Jul 2018.

Vancouver:

Coleman S. Examining a strengths-based approach to promoting students' engagement with school: a pilot study. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2018 Jul 22]. Available from: http://hdl.handle.net/10355/15868.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Coleman S. Examining a strengths-based approach to promoting students' engagement with school: a pilot study. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/15868

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Miami

29. Krawec, Jennifer Lee. Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability.

Degree: PhD, Teaching and Learning (Education), 2010, University of Miami

 The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD), low-achieving (LA) students, and average-achieving (AA)… (more)

Subjects/Keywords: Middle School Students; Learning Disability; Visual Representation; Paraphrasing; Low Achieving Students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Krawec, J. L. (2010). Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability. (Doctoral Dissertation). University of Miami. Retrieved from http://scholarlyrepository.miami.edu/oa_dissertations/455

Chicago Manual of Style (16th Edition):

Krawec, Jennifer Lee. “Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability.” 2010. Doctoral Dissertation, University of Miami. Accessed July 22, 2018. http://scholarlyrepository.miami.edu/oa_dissertations/455.

MLA Handbook (7th Edition):

Krawec, Jennifer Lee. “Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability.” 2010. Web. 22 Jul 2018.

Vancouver:

Krawec JL. Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability. [Internet] [Doctoral dissertation]. University of Miami; 2010. [cited 2018 Jul 22]. Available from: http://scholarlyrepository.miami.edu/oa_dissertations/455.

Council of Science Editors:

Krawec JL. Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability. [Doctoral Dissertation]. University of Miami; 2010. Available from: http://scholarlyrepository.miami.edu/oa_dissertations/455


Montana State University

30. Small, LaCee M. Effects of data-driven instruction and goal setting on science learning and test scores.

Degree: Graduate School, 2012, Montana State University

 Data-driven instruction and goal setting are by no means new to the field of education. This study examined how data-driven instruction combined with student goal… (more)

Subjects/Keywords: Science Study and teaching.; Middle school students.; Indian students.; Education Standards.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Small, L. M. (2012). Effects of data-driven instruction and goal setting on science learning and test scores. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2298

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Small, LaCee M. “Effects of data-driven instruction and goal setting on science learning and test scores.” 2012. Thesis, Montana State University. Accessed July 22, 2018. https://scholarworks.montana.edu/xmlui/handle/1/2298.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Small, LaCee M. “Effects of data-driven instruction and goal setting on science learning and test scores.” 2012. Web. 22 Jul 2018.

Vancouver:

Small LM. Effects of data-driven instruction and goal setting on science learning and test scores. [Internet] [Thesis]. Montana State University; 2012. [cited 2018 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2298.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Small LM. Effects of data-driven instruction and goal setting on science learning and test scores. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2298

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

[1] [2] [3] [4] [5] … [2186]

.